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Mathematics Targets

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					NNS Objectives and National Curriculum Levels


Reception   Early Learning Goals

Year 1      Level 1, and start on Level 2

Year 2      Consolidation of Level 2, and start on level 3

Year 3      Revision of Level 2, but mainly Level 3

Year 4      Consolidation of Level 3, and start on Level 4

Year 5      Revision of Level 3, but mainly Level 4

Year 6      Consolidation of Level 4, and start on Level 5
Mathematics Targets                                            Class / Set                   Date
Numbers and the number system

     Targets                                                                        Children’s names
R    Say and use number names in order in familiar context
     Count reliably up to 10 everyday objects
     Recognise numerals 1 to 9
Y1   Count reliably at least 20 objects
     Count on and back in ones from any small number
     Count in tens from and back to zero
     Read, write and order numbers from 0 to at least 20
     Use the vocabulary of comparing and ordering numbers to 20
Y2   Count, read, write and order numbers to at least 100
     Know what each digit represents, including 0 as a place holder, in any two-
     digit number
     Describe and extend simple number sequences, including odd/even
     numbers
     Count on or back in ones or tens from any two-digit number
Y3   Read, write and order whole numbers to at least 1000
     Know what each digit represents in three-digit numbers
     Count on or back in tens or hundreds from any two- or three-digit number
     Recognise unit fractions such as 1/2, 1/3, 1/4, 1/5, 1/10 and use them to
     find fractions of shapes or numbers
     Understand and use £.p notation
Y4   Use symbols correctly, including less than (<), greater than (>), equals (=)
     Round any positive integer less than 1000 to the nearest 10 or 100
     Recognise simple fractions that are several parts of a whole
     Recognise mixed numbers and simple equivalent fractions
Y5   Multiply and divide any positive integer up to 10 000 by 10 or 100 and
     understand the effect
     Order a given set of positive and negative integers
     Use decimal notation for tenths and hundredths
     Round a number with one or two decimal places to the nearest integer
     Relate fractions to division
     Relate fractions to their decimal representations
Y6   Multiply and divide decimals mentally by 10 or 100, and integers by 1000,
     and explain the effect
     Order a mixed set of number with up to three decimal places
     Reduce a fraction to its simplest form by cancelling common factors
     Use a fraction as an operator to find fractions of numbers or quantities
     (e.g. 5/8 of 32, 7/10 of 40, 9/100 of 400 cm)
     Understand percentage as the number of parts in every 100
     Find simple percentages of small whole-number quantities
Mathematics Targets                                            Class / Set                    Date
Calculation

     Targets                                                                         Children’s names
R    Use language such as more or less, greater or smaller to compare two
     numbers
     Find one more and one less than the given number of objects from 1 to 10
     In practical activities and discussion, begin to use vocabulary involved in
     adding and subtracting.
     Begin to relate addition to combining groups of objects, and subtraction to
     'taking away'.
Y1   Understand the operation of addition, and of subtraction (as 'take away'
     or ‘difference’), and use the related vocabulary.
     Within the range 0 to 30, say the number that is 1 or 10 more or less than
     any given number.
     Know by heart all pairs of numbers with total of 10.
Y2   Understand that subtraction is the inverse of addition; state the
     subtraction corresponding to a give addition and vice versa.
     Know by heart all addition and subtraction facts for each number to at
     last 10.
     Use knowledge that addition can be done in any order to do mental
     calculations more efficiently.
     Understand the operation of multiplication as repeated addition or as
     describing an array.
     Know and use halving as the inverse of doubling.
     Know by heart facts for the 2 and 10 multiplication tables.
Y3   Know by heart all addition and subtraction facts for each number to 20.
     Add or subtract mentally a ‘near multiple of 10’ to/from a 2-digit number.
     Know by heart facts for the 2, 5 and 10 multiplication tables.
     Understand division and recognise that division is inverse of multiplication.
Y4   Use known number facts and place value to add and subtract mentally,
     including any pair of two-digit whole numbers.
     Carry out column addition and subtraction if two integers less than 1000
     and. column addition of more than two integers. less than 1000.
     Know by heart facts for the 2, 3, 4, 5 and 10 multiplication tables.
     Derive quickly division facts corresponding to the 2, 3, 4, 5 and 10x tables.
     Find remainders after division.
Y5   Calculate mentally a difference such as 8006 – 2993.
     Carry out column addition and subtraction of numbers less than 10 000.
     Know by heart multiplication facts to 10 x 10.
     Carry out short x/÷ of a 3-digit number by a single digit integer.
     Carry out long multiplication of a two-digit by a two-digit integer.
Y6   Carry out column addition and subtraction of numbers involving decimals.
     Derive quickly division facts corresponding to multiplication to 10 x 10.
     Carry out short multiplication of numbers involving decimals.
     Carry out short division of numbers involving decimals.
     Carry out long multiplication of a three-digit by a two-digit number.
Mathematics Targets                                             Class / Set                   Date
Solving Problems

     Targets                                                                         Children’s names
R    Use developing mathematical ideas and methods to solve practical
     problems.

     Talk about, recognise and recreate simple patterns.



Y1   Use mental strategies to solve simple problems using counting, addition,
     subtraction, doubling and halving, explaining methods and reasoning orally.




Y2   Choose and use appropriate operations and efficient calculation strategies
     to solve problems.

     Explain how a problem was solved orally and where appropriate in writing.



Y3   Choose and use appropriate operations (including multiplication and
     division) to solve word problems.

     Explain methods and reasoning.



Y4   Choose and use appropriate number operations and appropriate ways of
     calculating (e.g. mental, mental with jottings, pencil and paper) to solve
     problems.




Y5   Choose and use all four operations to solve single or multistep word
     problems involving numbers and quantities (including time).
     Explain a generalised relationship (formula) in words e.g. ‘length x breadth’
     for the area of a rectangle.
     Explain methods and reasoning.

Y6   Identify and use the appropriate operations (including combinations of
     operations) to solve word problems involving numbers and quantities, and
     explain methods and reasoning.
     Develop from explaining a generalised relationship in words to expressing
     it in a formula using letters as symbols.
     Solve simple problems involving ratio and proportion.
Mathematics Targets                                           Class / Set                   Date
Shape and Space

     Targets                                                                       Children’s names
R    Use language such as circle or bigger to describe the shape and size of
     solids and flat shapes.

     Use everyday words to describe position such as between, in front of or in
     the middle.

Y1   Use everyday language to describe features of familiar 3-D and 2-D
     shapes.

     Use everyday language to describe position, direction and movement.



Y2   Use the mathematical names for common 2-D and 3-D shapes:
     sort shapes and describe some of their features.

     Use mathematical vocabulary to describe position, direction and
     movement, for example, describe, place, tick draw or visualise objects in
     given positions.
Y3   Identify and draw lines of symmetry and recognise shape with no lines of
     symmetry.

     Identify right angles.



Y4   Classify polygons using criteria such as number of right angles, whether or
     not they are regular, symmetry properties.




Y5   Recognise properties of rectangles.



     Recognise parallel and perpendicular lines.



Y6   Use a protractor to measure and draw acute and obtuse angles to the
     nearest degree.

     Read and plot co-ordinates in all four quadrants.
Mathematics Targets                                             Class / Set                   Date
Measures

     Targets                                                                         Children’s names
R    Use language such as more or less, greater or smaller, heavier or lighter,
     to compare two quantities.




Y1   Compare two lengths, masses or capacities by direct comparison.



     Suggest suitable standard or uniform non-standard units and measuring
     equipment to estimate then measure a length, mass or capacity.

Y2   Estimate, measure and compare lengths, masses and capacities, using
     standard units; suggest suitable units & equipment for such measurements.

     Read a simple scale to the nearest labelled division, including using a ruler
     to draw and measure lines to the nearest centimetre.

Y3   Use and know relationships between units of time.




Y4   Know and use relationships between familiar units of length, mass and
     capacity.




Y5   Understand area measured in square centimetres.



     Understand and use the formula in words ‘length x breadth’ for the area
     of a rectangle.

Y6   Calculate the perimeter and area of simple compound shapes that can be
     split into rectangles.
Mathematics Targets                                             Class / Set                   Date
Handling Data

     Targets                                                                         Children’s names
R    Sort and match objects or children themselves, justifying the decisions
     made.




Y1   Solve a given problem by sorting, classifying and organising information in
     simple ways e.g. using objects or pictures, lists or simple tables. Discuss
     and explain results.



Y2   Solve a given problem by sorting, classifying and organising information in
     simple ways e.g. in a list or simple table, in a pictogram, in a block graph.
     Discuss and explain results.



Y3   Solve a given problem by organising and interpreting numerical data in
     simple lists, tables and graphs.




Y4   Solve a problem by collecting quickly, organising, representing and
     interpreting data in tables, charts, graphs and diagrams..




Y5   Discuss chance or likelihood of particular events.
     Find the mode of a set of data.




Y6   Begin to find the median and mean of a set of data.
     Use the language associated with probability to discuss events including
     those with equally likely outcomes.
     Solve a given problem by extracting and interpreting information
     presented in tables, graphs and charts.

				
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